Saturday, 10 December 2011
Conductors as school assistants?
"Now come on AP, speak to me, tell me what you think."
Petö Institute, 28th Novemeber 2011
Conductors as assistants, that is my thought of the day!
On the first Sunday in Advent I was in Budapest, reminiscing and thinking about things Hungarian and conductive.
On the Second Advent’s Sunday I was in Nürnberg, looking at the photographs that I took in Budapest, so I was still reminiscing, and thinking, as always, of things conductive.
Over breakfast with two candles, I was thinking especially about things conductive with school children.
I wondered how many conductors there are working as classroom assistants for children with special needs, and how many conductors, like me, are working closely with assistants in an advisory role and often wishing that certain children could have a conductor as a personal school assistant.
I think that this could possibly be the way forward here, in Germany, where so many of our “conductive lifestyle” children are now attending mainstream school. Could it be possible, would it be a good idea, to introduce conductors as school assistants?
I know that there are already two conductors in Germany doing this work. I know that already several ex-middle-school teachers are doing this work too. Could and should more conductors take on this role?
What do readers think?
One of my colleagues has worked in her homeland as the classroom assistant for a child with physical disabilities for two years, with much success. She was employed by the child’s parents to work in this position.
Conductive input for school children
In Germany he six-and seven-year-old children have a short school day, finishing at 11.30. When they are eight or nine the school-day is longer, sometimes extending to 13.00. There is still time for these children to attend conductive sessions two or three times a week.
As children get older the school day gets longer, there is also more homework to complete and more after-school commitments.
What happens then?
What happens to the conductive input? How does the conductor keep an eye on the various areas of the children’s lives if they no longer have the time or the energy to attend conductive sessions once or twice a week? There are of course house visits, and summer intensive blocks or conductive holidays for the children, but perhaps the best solution is to have the conductors there is school as the children’s personal classroom assistant.
Conductive upbringing for at least six hours of the day, that sounds pretty good to me.
Still deep in thought while counting the candles
It is now the third Advent weekend and I am still thinking about this subject that was prompted by a presentation given by Dr Franz Schaffhauser in Budapest on 25th November, titled the Philosophy and Pedagogy of Inclusion.
I have a case at the moment where a conductive assistant would, I believe, be the perfect solution. I think it would ensure that this specific child makes it. He needs that certain extra to makes the grade for gymnasium, which is his ambition for his future. I think that finding solutions for the complexity of his problems needs a conductive eye, and especially as this child has been brought up conductively for six of his nine years he would take to it like a duck to water.
We will see what the future brings
Have any other conductors got experience to share of working as a child’s classroom assistant in a main-stream school? Any comments and information, experiences and advice all gratefully received.